Memory, childhood and reading: records and practices in early early education

Abstract

This article discusses the right of babies and children to the constitution of memories from early childhood, as an assumption that is organized through reading and children's literature and goes beyond the access to literate culture. The general objective discusses reading for babies and children, contact with books, shared reading, stories told and retold, the management of different literary genres and significant moments in the construction of this subject's memory, made of words, sensations and representations intertwined like a “patchwork fabric”. This is fundamental to thinking about this process of constitution, not only as a practice that stimulates the development of language, but that implies the expansion of vocabulary, in the understanding of oneself as a subject of law that makes up society as a reader of the word and the world. The methodology is based on bibliographical and documentary research into legislation and the São Paulo City Curriculum for Early Childhood Education, in dialog with theoretical references on children's literature. The set of strategies and actions aimed at the Early Childhood Mini-Group (MGI-CD) includes the use of reading as a pedagogical practice for early childhood education (ECE) teachers, as well as the cultural rights provided for in Brazilian educational legislation. These interactions made it possible for children's experiences, through affection, multiple languages and storylines, to contribute to the expansion and consolidation of memories based on elements of their own way of exploring and contemplating books, reading and literature in the construction of meanings in the socio-historical and cultural spheres.